Dr. M. Prior to this lesson, the teacher will pre-assess students' understanding of poetic terms using a quiz on kahoot.it Based on the students' performance on the Kahoot, the teacher will review/reinforce any vocabulary students have learned in previous years or lessons. Access to Kahoot pre-unit assessment not given.
Reading Comprehension Strategy
Questioning
Reading Development Level
Advanced-8th Grade GT and Pre-AP
Research-based Instructional Strategies
Cues, Questioning, Cooperative Learning, Identifying Similarities and Differences
Lesson Length
This lesson is a 45 to 50-minute lesson as part of a two week unit on poetry. Good
Purpose
This unit will begin with students watching a video of slam poetry and listening to their principal read the poem “Eating Poetry” by Mark Strand. Love this! Students will learn questioning strategies about word choice, imagery, detail, figurative language, and structure to help them interpret the meaning of poetry. Students will use a graphic organizer to record their questions and determine if questions are "on the line," "between the lines," or "unanswered in the text." After using questioning to interpret several poems, students will create a collection of 3 thematically related poems and write an original poem that fits with the thematic collection. As an extension, students will have the opportunity to use Web 2.0 tools to create oral interpretations of both their selected published poems and their original poem. They will also have the opportunity to perform their original poem at the school-wide poetry slam at the end of National Poetry Month. Excellent.
Objectives
Lesson Content Objectives: 1. Pose and record questions about word choice, imagery, detail, figurative language, and structure of a poem. 2. Categorize questions based on the whether the answer is "on the line," "between the lines," or "unanswered in the text."
Lesson Process Objectives: 1. Ask literal and interpretive questions about a text.
Unit Objectives: 1. Use questioning to understand poetry. 2. Find and interpret thematically-related poems. 3. Write an original poem that connects thematically to published poems. Cohesive unit. Please see my question about determining themes.
Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)
Excellent selection of print and electronic resources. Atwell, Nancie. Naming the World: A Year of Poems and Lessons. Portsmouth, NH: Firsthand, 2006. Print.
Buckwalter, Stephanie. Early American Poetry, "Beauty in Words" Berkeley Heights, NJ: Enslow, 2010. Print.
Vardell, Sylvia M., and Janet S. Wong. The Poetry Friday Anthology for Middle School: Poems for the School Year with Connections to the TEKS, Middle School Edition, Grades 6-8. Princeton, NJ: Pomelo, 2013. Print.
Please see my comments on your documents. Students will use a graphic organizer for their varying questions for each poem. (https://goo.gl/1Xas8z)
Materials
paper, pencil, rubric, thick highlighters in three colors for the educators and fine highlighters in the same colors for students (if not working electronically)
Equipment
Computers or Chromebooks, Internet Access, Presentation equipment (screen and projector or Smartboard)
Collaboration
Melissa will guide the class in reading and questioning the poem while Gena records questions from both educators and the students in the graphic organizer projected onto the whiteboard. Gena will lead the class in determining the QARs as she and Melissa model the three types of questions in the graphic organizer. During guided practice, both will monitor students' group work and completion of the graphic organizer. Good
Assessment
Please see my comment on your document. Students will apply a rubric to their completed graphic organizers to self-assess their understanding of the QAR questioning strategy. The educators will use the same rubric to evaluate student success with the questioning strategy.
The poetry collection will be evaluated by both students and teachers using its own rubric (Anthology Rubric). This rubric will be given to students after they have been successful with the graphic organizer and have shown that they understand the questioning strategies to use. It will guide students in creating their final product. Good
Standards (from the TEKS or other state standards)
Standards marked with an asterisk (*) are standards for the specific lesson.
Reading and/or writing -
Good (I think you are assuming students know how to make inferences.) *§110.20.4 COMPREHENSION OF LITERARY TEXT/FIGURATIVE LANGUAGE. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. *§110.20 Fig. 19(B) - ask literal, interpretive, evaluative, and universal questions of text §110.20.15 (B) WRITING/LITERARY TEXTS. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students will be expected to write a poem using: (i) poetic techniques (e.g., rhyme, scheme, meter) (ii) figurative language (e.g., personification, idioms, hyperbole) (iii) graphic elements (e.g., word position)
Listening and speaking
§110.20.8.27 LISTENING AND SPEAKING/SPEAKING. Students speak clearly and to the point, using the conventions of language. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.
Other content areas
Educational technology -
Good 8th Grade Technology Applications TEKS §126.16.1(A) CREATIVITY AND INNOVATION. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to identify, create, and use files in various formats, including text, raster and vector graphics, video, and audio files. §126.16.5(B) DIGITAL CITIZENSHIP. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to practice and explain ethical acquisition of information and standard methods for citing sources. §126.16.6(D) - TECHNOLOGY OPERATIONS AND CONCEPTS. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to understand and use software applications, including selecting and using software for a defined task.
AASL Indicators
Good Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills *1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.2 Dispositions in Action *1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.3 Use writing and speaking skills to communicate new understandings effectively. Standard 4: Pursue personal and aesthetic growth. 4.1 Skills 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
Implementation
Process
Motivation
Cues: The principal will read the poem "Eating Poetry" by Mark Strand to the class, and students will view a performance of "Ode to Whataburger" by Amir Safi. Melissa will lead the students in comparing and contrasting the two poems while Gena records the observations in a Venn diagram on the board. Both educators and the students will contribute similarities and differences in the two poems. This is good as long as the educators are using think-alouds when they are modeling in order to help students understand their thinking processes. Educators should provide divergent responses, and they should probe students' responses to uncover the sources of their ideas. Providing models for questioning the text and finding the connections between texts helps students see how they can use the same skills as they complete graphic organizers in this lesson and throughout the unit. Having input from two different educators provides students with models of different approaches to the poems.
Student-friendly objectives
*1. Ask questions about word choice, imagery, detail, figurative language, and structure to interpret poetry. *2. Determine the question answer relationship. For many students, it would be important for educators to review or display a poster/chart with literary device definitions. Perhaps would learn from your Kahoot where students needed this review/support. Example: http://storytrail.com/poetry/poeticdevices.htm
Presentation
Project a copy of the graphic organizer and distribute copies of the poem to students. (Copies can be either a paper copy or a digital copy distributed through a LMS like Google Classroom.) Melissa guides students through questions about word choice, imagery, detail, figurative language, and structure, soliciting questions from students along the way. Gena records their questions in the appropriate category, also asking for input from the students. Both Melissa and Gena will be using the think aloud strategy to model their thought processes for students. Good
Student participation procedures
1. Raise hand to stop reading. 2 Ask question and determine the category. 3. Propose the QAR (question answer relationship). Good After the class has read and recorded questions, Gena will guide the class as both educators return to each question and determine where the answer to that question might be: in the text, between the lines, or beyond the text. After Gena and Melissa have modeled their own thinking, students will be asked to share in determining the QAR. Use different colors of highlighting to note the QARs. Good
Student practice procedures
1. Discuss ideas with partner(s). 2. Pose and record questions on word choice, imagery, detail, figurative language, and structure. 3. Code the QAR for each question.
Guided practice
Divide the students into pairs or small groups and distribute a link or paper copy of the text from "Ode to Whataburger" (https://goo.gl/tpNTbL) for students to practice developing their own questions, and determining the QARs. Students should also have a copy of the graphic organizer to use with "Ode to Whataburger." (Our digital copy of the graphic organizer includes another copy on a separate sheet for convenience.)
While students are working in pairs or small groups, both Melissa and Gena monitor their group work and the completion of their graphic organizers. Students who finish before others can begin searching for poems to use for their poetry collection. (See Inquiry Activity below.) Good. This would need to be explained in advance.
Closure
As a class, students share and discuss some of their questions and QARs, as well as any challenges they might have faced in determining QARs. To make this more efficient and inclusive consider an inside-outside circle or some other reporting strategy.
Reflection
How did questioning help us understand the poems? How does deeper understanding help us make connections between texts? How would questioning help you with other types of text?
Inquiry Activity (To take place beginning Day 2) 1. Students use the Poetry Pathfinderto conduct an inquiry of poetry texts and websites to select three thematically-related poems, making sure to record source information as they go. The questioning strategy will guide students as they complete the graphic organizer to interpret their self-selected poems.
The pathfinder is good. It would be better if it were illustrated.
2. Students will write an original poem that is thematically connected to the poems they selected for their collection.
I might suggest a few mini-lessons related to composing poetry.
3. The student-created anthologies, including the original poems and proper citations for the published poems, will be posted on the class wiki to share with classmates and the world.
I can imagine many students would enjoy illustrating the anthologies in some way.
Extensions(Moreillon 15, 17)
1. Once students have selected and analyzed their self-selected poems they may use Web 2.0 tools such as Blabberize, Animoto, Befunky, Voki, or similar tools to create a multimedia collection that includes oral interpretations of their selected poems. The multimedia pieces will be assembled on the class wiki to share with classmates and the world. 2. Students may also create an oral interpretation of their original poems to add to the collection on the class wiki, as well. 3. At the end of the unit, students will be encouraged to perform their original poetry in a poetry slam. Great!
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA, 2012. Print.
Planning
Dr. M.Prior to this lesson, the teacher will pre-assess students' understanding of poetic terms using a quiz on kahoot.it Based on the students' performance on the Kahoot, the teacher will review/reinforce any vocabulary students have learned in previous years or lessons.
Access to Kahoot pre-unit assessment not given.
Reading Comprehension Strategy
QuestioningReading Development Level
Advanced-8th Grade GT and Pre-APResearch-based Instructional Strategies
Cues, Questioning, Cooperative Learning, Identifying Similarities and DifferencesLesson Length
This lesson is a 45 to 50-minute lesson as part of a two week unit on poetry.Good
Purpose
This unit will begin with students watching a video of slam poetry and listening to their principal read the poem “Eating Poetry” by Mark Strand.Love this!
Students will learn questioning strategies about word choice, imagery, detail, figurative language, and structure to help them interpret the meaning of poetry. Students will use a graphic organizer to record their questions and determine if questions are "on the line," "between the lines," or "unanswered in the text." After using questioning to interpret several poems, students will create a collection of 3 thematically related poems and write an original poem that fits with the thematic collection. As an extension, students will have the opportunity to use Web 2.0 tools to create oral interpretations of both their selected published poems and their original poem. They will also have the opportunity to perform their original poem at the school-wide poetry slam at the end of National Poetry Month.
Excellent.
Objectives
Lesson Content Objectives:1. Pose and record questions about word choice, imagery, detail, figurative language, and structure of a poem.
2. Categorize questions based on the whether the answer is "on the line," "between the lines," or "unanswered in the text."
Lesson Process Objectives:
1. Ask literal and interpretive questions about a text.
Unit Objectives:
1. Use questioning to understand poetry.
2. Find and interpret thematically-related poems.
3. Write an original poem that connects thematically to published poems.
Cohesive unit. Please see my question about determining themes.
Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)
Excellent selection of print and electronic resources.Atwell, Nancie. Naming the World: A Year of Poems and Lessons. Portsmouth, NH: Firsthand, 2006. Print.
Buckwalter, Stephanie. Early American Poetry, "Beauty in Words" Berkeley Heights, NJ: Enslow, 2010. Print.
Holbrook, Sara. Wham! It's a Poetry Jam: Discovering Performance Poetry. Honesdale, PA: Wordsong/Boyds Mill, 2002. Print.
Houle, Michelle M. Modern British Poetry: "The World Is Never the Same" Berkeley Heights, NJ: Enslow, 2010. Print.
Janeczko, Paul B., and Cathy Bobak. Poetry from A to Z: A Guide for Young Writers. New York: Simon & Schuster for Young Readers, 1994. Print.
Johanson, Paula. Early British Poetry, "Words That Burn" Berkeley Heights, NJ: Enslow, 2010. Print.
Johanson, Paula. World Poetry: "Evidence of Life" Berkeley Heights, NJ: Enslow, 2010. Print.
Johnson, Celia. 100 Great Poems for Girls. New York, NY: Grand Central Pub., 2011. Print.
Llanas, Sheila Griffin. Contemporary American Poetry-"Not the End, but the Beginning" Berkeley Heights, NJ: Enslow, 2010. Print.
Llanas, Sheila Griffin. Modern American Poetry, "Echoes and Shadows" Berkeley Heights, NJ: Enslow, 2010. Print.
Pockell, Leslie. 100 Great Poems for Boys. New York, NY: Grand Central Pub., 2011. Print.
Strand, Mark. "Eating Poetry." Poetry Foundation. Poetry Foundation, n.d. Web. 23 Nov. 2015. http://goo.gl/snMIDQ
Vardell, Sylvia M., and Janet S. Wong. The Poetry Friday Anthology for Middle School: Poems for the School Year with Connections to the TEKS, Middle School Edition, Grades 6-8. Princeton, NJ: Pomelo, 2013. Print.
Websites (including pathfinders)
Poetry Pathfinder
poets.orgpoetryfoundation.org
poemhunter.com,
poetseers.com,
famouspoetsandpoems.com
"Ode to Whataburger" (text for "Ode to Whataburger" https://goo.gl/OrlWsA)
Graphic organizers -
Please see my comments on your documents.Students will use a graphic organizer for their varying questions for each poem. (https://goo.gl/1Xas8z)
Materials
paper, pencil, rubric, thick highlighters in three colors for the educators and fine highlighters in the same colors for students (if not working electronically)Equipment
Computers or Chromebooks, Internet Access, Presentation equipment (screen and projector or Smartboard)Collaboration
Melissa will guide the class in reading and questioning the poem while Gena records questions from both educators and the students in the graphic organizer projected onto the whiteboard. Gena will lead the class in determining the QARs as she and Melissa model the three types of questions in the graphic organizer. During guided practice, both will monitor students' group work and completion of the graphic organizer.Good
Assessment
Please see my comment on your document.Students will apply a rubric to their completed graphic organizers to self-assess their understanding of the QAR questioning strategy. The educators will use the same rubric to evaluate student success with the questioning strategy.
The poetry collection will be evaluated by both students and teachers using its own rubric (Anthology Rubric). This rubric will be given to students after they have been successful with the graphic organizer and have shown that they understand the questioning strategies to use. It will guide students in creating their final product.
Good
Standards (from the TEKS or other state standards)
Standards marked with an asterisk (*) are standards for the specific lesson.
Reading and/or writing -
Good (I think you are assuming students know how to make inferences.)*§110.20.4 COMPREHENSION OF LITERARY TEXT/FIGURATIVE LANGUAGE. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
*§110.20 Fig. 19(B) - ask literal, interpretive, evaluative, and universal questions of text
§110.20.15 (B) WRITING/LITERARY TEXTS. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students will be expected to write a poem using: (i) poetic techniques (e.g., rhyme, scheme, meter) (ii) figurative language (e.g., personification, idioms, hyperbole) (iii) graphic elements (e.g., word position)
Listening and speaking
§110.20.8.27 LISTENING AND SPEAKING/SPEAKING. Students speak clearly and to the point, using the conventions of language. Students are expected to give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively.Other content areas
Educational technology -
Good8th Grade Technology Applications TEKS
§126.16.1(A) CREATIVITY AND INNOVATION. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to identify, create, and use files in various formats, including text, raster and vector graphics, video, and audio files.
§126.16.5(B) DIGITAL CITIZENSHIP. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to practice and explain ethical acquisition of information and standard methods for citing sources.
§126.16.6(D) - TECHNOLOGY OPERATIONS AND CONCEPTS. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to understand and use software applications, including selecting and using software for a defined task.
AASL Indicators
GoodStandard 1: Inquire, think critically, and gain knowledge.
1.1 Skills
*1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.2 Dispositions in Action
*1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information..
Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
Standard 4: Pursue personal and aesthetic growth.
4.1 Skills
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
Implementation
Process
Motivation
Cues: The principal will read the poem "Eating Poetry" by Mark Strand to the class, and students will view a performance of "Ode to Whataburger" by Amir Safi. Melissa will lead the students in comparing and contrasting the two poems while Gena records the observations in a Venn diagram on the board. Both educators and the students will contribute similarities and differences in the two poems.This is good as long as the educators are using think-alouds when they are modeling in order to help students understand their thinking processes. Educators should provide divergent responses, and they should probe students' responses to uncover the sources of their ideas.
Providing models for questioning the text and finding the connections between texts helps students see how they can use the same skills as they complete graphic organizers in this lesson and throughout the unit. Having input from two different educators provides students with models of different approaches to the poems.
Student-friendly objectives
*1. Ask questions about word choice, imagery, detail, figurative language, and structure to interpret poetry.*2. Determine the question answer relationship.
For many students, it would be important for educators to review or display a poster/chart with literary device definitions. Perhaps would learn from your Kahoot where students needed this review/support. Example:
http://storytrail.com/poetry/poeticdevices.htm
Presentation
Project a copy of the graphic organizer and distribute copies of the poem to students. (Copies can be either a paper copy or a digital copy distributed through a LMS like Google Classroom.) Melissa guides students through questions about word choice, imagery, detail, figurative language, and structure, soliciting questions from students along the way. Gena records their questions in the appropriate category, also asking for input from the students. Both Melissa and Gena will be using the think aloud strategy to model their thought processes for students.Good
Student participation procedures
1. Raise hand to stop reading.2 Ask question and determine the category.
3. Propose the QAR (question answer relationship).
Good
After the class has read and recorded questions, Gena will guide the class as both educators return to each question and determine where the answer to that question might be: in the text, between the lines, or beyond the text. After Gena and Melissa have modeled their own thinking, students will be asked to share in determining the QAR. Use different colors of highlighting to note the QARs.
Good
Student practice procedures
1. Discuss ideas with partner(s).2. Pose and record questions on word choice, imagery, detail, figurative language, and structure.
3. Code the QAR for each question.
Guided practice
Divide the students into pairs or small groups and distribute a link or paper copy of the text from "Ode to Whataburger" (https://goo.gl/tpNTbL) for students to practice developing their own questions, and determining the QARs. Students should also have a copy of the graphic organizer to use with "Ode to Whataburger." (Our digital copy of the graphic organizer includes another copy on a separate sheet for convenience.)While students are working in pairs or small groups, both Melissa and Gena monitor their group work and the completion of their graphic organizers. Students who finish before others can begin searching for poems to use for their poetry collection. (See Inquiry Activity below.)
Good. This would need to be explained in advance.
Closure
As a class, students share and discuss some of their questions and QARs, as well as any challenges they might have faced in determining QARs.To make this more efficient and inclusive consider an inside-outside circle or some other reporting strategy.
Reflection
How did questioning help us understand the poems? How does deeper understanding help us make connections between texts? How would questioning help you with other types of text?Inquiry Activity
(To take place beginning Day 2)
1. Students use the Poetry Pathfinder to conduct an inquiry of poetry texts and websites to select three thematically-related poems, making sure to record source information as they go. The questioning strategy will guide students as they complete the graphic organizer to interpret their self-selected poems.
The pathfinder is good. It would be better if it were illustrated.
2. Students will write an original poem that is thematically connected to the poems they selected for their collection.
I might suggest a few mini-lessons related to composing poetry.
3. The student-created anthologies, including the original poems and proper citations for the published poems, will be posted on the class wiki to share with classmates and the world.
I can imagine many students would enjoy illustrating the anthologies in some way.
Extensions(Moreillon 15, 17)
1. Once students have selected and analyzed their self-selected poems they may use Web 2.0 tools such as Blabberize, Animoto, Befunky, Voki, or similar tools to create a multimedia collection that includes oral interpretations of their selected poems. The multimedia pieces will be assembled on the class wiki to share with classmates and the world.2. Students may also create an oral interpretation of their original poems to add to the collection on the class wiki, as well.
3. At the end of the unit, students will be encouraged to perform their original poetry in a poetry slam.
Great!
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA, 2012. Print.